School of Health & Social Care at Edinburgh Napier University
Yearly stipend of £15,609 a year for 3 years (plus PhD fees paid)
We have 7 fully funded opportunities
The studies that we will accept applications for are:
Collaboratively developing person-centred emergency healthcare for people with intellectual disability (Ref SHSCJAU01)
People with intellectual disabilities (ID) utilize ambulance and emergency department services more than people without ID due to increased polypharmacy, mental health needs, and multiple chronic conditions. When accessing these services, people with ID experience stigma and lack of support from ambulance, policing, and health care professionals. This infringes on the right to access healthcare that is without discrimination and to the same standard as people without disabilities. This study will use participatory action research to: (a) understand the perceptions of people with ID living in communities when accessing emergency services and of ambulance clinicians providing emergency healthcare for people with ID and (b) identify key points of change, supporting access to community resources to reduce the need for emergency services use.
Contact Dr Natasha Spassiani ([email protected] ) or Jennifer Murray ([email protected] ) for information about this opportunity
Investigating treatment, response, return to play protocols, and outcomes of head injury in youth contact sport in Scotland (Ref SHSCJAU02)
Head injuries received playing contact sports and the consequences of these are an increasingly recognized problem. Our national conversation around head injury in sport is heavily focused on professional athletics and the various mitigation strategies employed by sport governing bodies and medical teams are focused at elite performers. By contrast, management of head injury resulting from contact sport at the youth level is poorly defined, recorded and reported. Outside of major trauma requiring hospital admission, injury management is essentially left to players, parents, and coaches. This results in potentially dangerous variation in management depending on coach education, level of medical input, parent/athlete opinion and the cultural norms of the individual sports. Critically, this variation is not well understood. Although generic guidelines exist, these tend to simply state recommended time out of play. It is vitally important to understand management, adherence, and outcomes of head trauma that does not require immediate hospital admission. Ultimately, this project aims to improve knowledge and understanding of the current status of head injury management from both a medical and societal perspective and consider potential actions to increase the health and wellbeing of youth athletes who participate in contact sport.
Contact Dr Michael Leavitt ([email protected] ) for information about this opportunity
Exploration and development of self-management strategies for people with intellectual disabilities who have asthma (Ref SHSCJAU03)
People with intellectual disabilities (PWID) are more likely to be infected with COVID-19 and to have severe respiratory health outcomes compared to the general population. Asthma is also twice as prevalent in this population and is likely to lead to higher rates of hospital admissions. PWID with asthma need to build capacity to self-manage this condition. Research has consistently indicated that written asthma action plans improve clinical outcomes. It is not known how action plans could be used by PWID or their carers. We are proposing a two phased mixed methods doctoral study to address this gap. The project provides a unique opportunity to contribute to a respiratory programme of research focusing on those with intellectual disabilities that is being developed at Edinburgh Napier University.
Contact Dr Lisa O’Leary ([email protected] ) for information about this opportunity
Helpfulness of Cognitive Behavioural Therapy (CBT) for the autistic population. Towards the development of evidence-based framework for the adaptation of CBT (Ref SHSCJAU04)
The growing evidence suggests that CBT can be beneficial to people diagnosed with Autism Spectrum Disorder (ASD) who are likely to suffer from multiple comorbidities. Many people with ASD still do not respond well to CBT though. Undoubtedly CBT requires adaptations to accommodate experienced socio-communication and neuropsychological impairments. However, there is little evidence on how best to adapt CBT to optimise treatment outcomes for people with ASD. We are proposing a mixed methods doctoral study to explore helpfulness of Cognitive Behavioural Therapy (CBT) for people with ASD. We believe this study will inform the development of the effective and acceptable CBT to meet specific needs of autistic populations.
Contact Dr Anna Bak-Klimek ([email protected] ) for information about this opportunity
Benevolent and traumatic experiences in PTSD and CPTSD (Ref SHSCJAU05)
Research in the area of psychological trauma has predominantly focused on the impact of negative life events on PTSD and CPTSD. There is very little information on a) what are those positive experiences that might counterbalance the impact of negative life experiences in childhood and b) whether their importance is tempered by the developmental periods they occur. This PhD programme of work involves analysis of existing large datasets to explore the role of negative and positive childhood experiences on PTSD and CPTSD. This information is essential for the development of preventative and intervention strategies for CPTSD.
Contact Professor Thanos Karatzias ([email protected] ) for information about this opportunity
Implementing a coaching approach to supporting student nurses and midwives’ practice learning in South-East Scotland: a participatory action research study (Ref SHSCJAU06)
Coaching as a way of facilitating learning in practice for nursing students, has been shown to increase placement capacity, enhance students’ learning and improve patient outcomes. These are key priorities for improving the experience of our undergraduate nursing and midwifery students at Edinburgh Napier University (ENU) and across the South-East of Scotland in practice learning settings. A coaching approach is based on positive psychology, empowerment and student led learning. It requires those supporting practice learning and assessment in clinical settings, to facilitate this in a different way to traditional ways of teaching in practice. This PhD will give the successful applicant an opportunity to study full or part time to Doctoral level. You will be supervised by the Dean of School of Health and Social Care, Professor Alison Machin and a collaborative University/NHS project team. You will be supported to develop the research knowledge and skills to deliver this participatory action research project. If you have experience of working in a healthcare practice and/or education context, and the leadership and partnership working skills required for this high-profile project, then we’re excited to hear from you!
Contact Professor Alison Machin ([email protected] ) for information about this opportunity
The influence of simulated learning on prescribing preparedness and medicines related harm in pre-registration nursing programmes: A longitudinal study (Ref SHSCJAU07)
Standards for pre-registration nursing and midwifery programmes prescribing programmes are now fully implemented and, in the context of pharmacology and prescribing, the curricula has greater emphasis on prescribing preparedness. The standardised approach to pharmacology aligned to recommendations from the Biosciences Quality Assurance Framework (B-QAF), aims to: reduce variation in pharmacology content across universities and provide all students with similar levels of prescribing preparedness at point of registration. This is intended to reduce medicines related harm and support progression to a post graduate prescribing qualification earlier in a registrant’s career. Greater emphasis on simulated learning by the NMC facilitates a standardised approach to proficiency relating to prescribing preparedness. However, it is not known what effect this has on students’ knowledge and skills development, nor how this influences medicines related harm in clinical practice. This full or part time PhD studentship offers the successful applicant an opportunity to address these gaps in research evidence, by designing and conducting a mixed-methods, longitudinal study of students’ experiences of pharmacology and prescribing related simulated learning.
Contact Dr Ruth Paterson ([email protected] ) for information about this opportunity
FOR ALL TOPICS
Academic qualifications
A first degree (at least a 2.1) ideally in a health or social care discipline with a good fundamental knowledge of qualitative and quantitative research methods
English language requirement
IELTS score must be at least 6.5 (with not less than 6.0 in each of the four components). Other, equivalent qualifications will be accepted. Full details of the University's policy are available online.
Essential attributes:
- Experience of fundamental statistics
- Competent in MS office suite
- Good written and oral communication skills
- Strong motivation, with evidence of independent research skills relevant to the project
- Good time management
Desirable attributes:
Previous experience with publication and preparing reports
Funding
- These are funded studentships. The successful candidates will receive a standard Edinburgh Napier University studentship which includes payment of the Home level of full-time fees for three academic years, plus 36 monthly stipend (or equivalent) payments at the prevailing rate set by the Research Councils.
Applications
Applicants are asked to submit a brief proposal (2 pages) with the following headings: Background, Research Questions, Method, Anticipated Outcomes.
To apply: go to https://www.napier.ac.uk/research-and-innovation/research-degrees/application-process and apply following the link Health and Social Care Full-Time, quoting the project reference number (SHSCJAU0X)
Applications should be submitted by: Friday 11 February 2022
Interview date: Interviews are expected to take place week beginning 21 February 2022
Scholarship start date: Tuesday 1 March 2022